INTRODUCTORY PSYCHOLOGY TEACHING PRIMER Early Career ...

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LEARNING OBJECTIVES (cont) 1.3d: Use theories to explain and predict behavior and mental processes 1.4a: Explain major perspectives of psychology by comparing and contrasting major perspectives of psychology 1.4b: Explain major perspectives in psychology by describing advantages and limitations of major theoretical perspectives 3.1a: Use critical thinking effectively by evaluating the quality of information, including differentiating empirical evidence from speculation and the probable from the improbable 4.4: Apply psychological concepts, theories, and research findings as these relate to everyday life. 9.1b: Reflect on their experience and find meaning in them by demonstrating insightful awareness of their feelings, emotions, motives and attitudes based on psychological principles (as suggested by APA guidelines, 2007) POSSIBLE ASSESSMENTS (Out of Class) Reflection Paper: Have students apply the concepts presented in class to someone they have experience with outside of the classroom. Ask students to analyze the personality characteristics of a popular television character, a family member, friend, or explain a celebrity’s public behavior in terms of their specific traits. This helps to make concepts from class more relevant and relatable to their lives outside of the classroom. For videos of interesting characters to use as subjects for the reflection papers, see http://www.clipsforclass.com/personality (LO 1.3d, 4.4, and 9.1b) Practice Quiz: Students can test their understanding and comprehension of Freud’s psychoanalytic theory of personality by participating in this online quiz. Feedback is immediately administered. This is a quick and easy supplemental review of concepts to assure students are grasping the finer details of Freud’s theory and are prepared for upcoming examinations (LO 1.3d) http://webspace.ship.edu/cgboer/persquizfreud.htm (In Class) Design Your Own Personality Test: Students should work together to generate a list of what they deem to be the most important personality variables. Then, ask them to develop items to assess these different constructs. Students can administer their test to volunteers and then analyze the results of their study. This helps to provide students with hands-on experience related to generating theories, creating assessment items, conducting research, and examining data. (LO 1.2a and 1.3d) (IC) http://teachpsych.org/ebooks/pse2011/vol2/37.%20Personality.pdf 60
ACTIVITIES & TECHNIQUES (In Class) Act Out Your Favorite Defense Mechanism: After learning about Freud’s defense mechanisms, students should be split into small groups and asked to select a defense mechanism to demonstrate to the class. Classmates can use their knowledge to determine what is being acting out. Having students perform should help to break the uniformity of a lecture class and be a fun way to help student distinguish concepts that may otherwise blend together and/or be difficult to distinguish. (For a variation on this activity, see: Inman, M. L. (2000). Defense Mechanism Miniskits. Published in M. Bolt's Instructor's Manual that accompanies David Myers, Introduction to Psychology, (6th Ed.). New York: Worth Publishers. (LO 1.2a, 4.4, and 9.1b) http://www.macmillanhighered.com/resources/1429244364/IRM/PDF/Bolt%20AP%20TRB10.p df Uncover Your Unconscious: Present students with sample depictions of projective assessments, such as the Rorschach Test and the Thematic Apperception Test (TAT). Have students report their gutlevel feelings. Then, have students assess themselves and their classmates using Freud’s model of personality. Learning about these concepts from a personal vantage point should allow for more meaningful acquisition of knowledge, and students tend to find this interesting and fun. The diverse responses should also help to identify some of the flaws with the psychoanalytic theory, including the inability to prove or disprove claims. For an ink blot generator and other useful tools see: http://www.makingthemodernworld.org.uk/learning_modules/psychology/02.TU.04/?section=13 (LO 1.3d, 1.4b, 3.1a, 4.4, and 9.1b) Participate in Online Personality Inventory: Have students examine their own personality traits by completing an online questionnaire. This activity will allow students first-hand experience with the items that comprise empirically-sound, previously established inventories, as well as allow them to apply relevant findings to their understanding of their own personality. Used in combination with projective measures of personality, this activity should provide a nice contrast between the different forms of assessment. Sample online personality inventories can be found at: http://www.personalitytest.org.uk/ for the Big Five, and for the NEO-FFM see: http://www.class.uidaho.edu/psyc310/lessons/lesson03/lesson03-1_homework.htm (LO 1.1b, 1.2a, 1.3d, 1.4a, 1.4b, 3.1a, 4.4, and 9.1b) Zodiac Signs and Personality: Students are given a list of personality descriptions based on astrology and zodiac signs. They then have to choose which one best describes them. The class discussion focuses on the difference between empirically tested theories of personality and zodiac signs. A discussion of the Barnum effect and illusory correlation help students understand the theoretical basis for personality inventories. (LO 1.4a, 3.1a, 4.4, and 9.1b) http://www.teachpsychscience.org/pdf/316201165139AM_1.PDF 61
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